A Randomized Control Study of Instructional Approaches for Struggling Adult Readers

Autor/inn/en	Greenberg, Daphne; Wise, Justin C.; Morris, Robin; Fredrick, Laura D.; Rodrigo, Victoria; Nanda, Alice O.; Pae, Hye K.
Titel	A Randomized Control Study of Instructional Approaches for Struggling Adult Readers
Quelle	In: Journal of Research on Educational Effectiveness, 4 (2011) 2, S.101-117 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Adult Literacy; Adult Students; Reading Difficulties; Reading Programs; Reading Instruction; Instructional Effectiveness; Reading Improvement; Program Evaluation; Direct Instruction; Control Groups; Oral Reading; Corrective Reading; Effect Size + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Leseunterricht; Unterrichtserfolg; Programme evaluation; Programmevaluation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseerziehung
Abstract	This study measured the effectiveness of various instructional approaches on the reading outcomes of 198 adults who read single words at the 3.0 through 5.9 grade equivalency levels. The students were randomly assigned to one of the following interventions: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension, Fluency, and Extensive Reading; Extensive Reading; and a Control/Comparison approach. The Control/Comparison approach employed a curriculum common to community-based adult literacy programs, and the Extensive Reading approach focused on wide exposure to literature. The Fluency component was a guided repeated oral reading approach, and the Decoding/Comprehension components were SRA/McGraw-Hill Direct Instruction Corrective Reading Programs. Results indicated continued weaknesses in and poor integration of participants' skills. Although students made significant gains independent of reading instruction group, all improvements were associated with small effect sizes. When reading instruction group was considered, only one significant finding was detected, with the Comparison/Control group, the Decoding and Fluency group, and the Decoding, Comprehension, Extensive Reading, and Fluency group showing stronger word attack outcomes than the Extensive Reading group. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06